For Chicago State University to succeed in today's competitive and complex environment, employees at all levels need to develop

and demonstrate the required competencies to perform the job that is the knowledge, skills, abilities and behaviors that drive superior performance at work."

What is a competency?
A competency is defined as the identified knowledge, skills and abilities required to perform effectively in a specific job. Competencies are demonstrated through observable behaviors. Each competency has a Proficiency level set for each position to indicate the level of mastery needed to perform the responsibilities successfully. Each competency description identifies examples of performance standard to be achieved according to a target performance outcome. These standards are a type of absolute standard (no variations or scales of Proficiency). Proficiency levels describe the performance level achieved and/or required on a scale. The Proficiency level scale is a continuum of Proficiency ranging from Level I to Level III Level. The Proficiency level allows for a range of performance. Each competency that a person can display has some sort of Proficiency level to it. There is no judgment about the performance level achieved, only a description.

What is a proficiency level?

A proficiency level is a set of descriptions of behavior indicators. Each level in the scale describes a stage in your development of competence. Proficiency levels are useful in two ways: (1) to decide what to aim for and (2) to know when you achieve your goals. Proficiency levels: Describes the output and outcomes produced according to a proficiency scale that provides for behaviors on the job in terms of a range of designated behavior indicators all within certain work and organizational constrains. Level I The Proficiency level required to successfully perform at the level of new entrant or a person who can only handle the competency in its Level I format and requires regular supervision and direction. The purpose of training and development is to move the Proficiency level from that of Level I to at least Level II for all middle managers. Level II This Proficiency level indicates that the person can perform the competency at the minimum required level, i.e., able to display the competency at the required level, without supervision. This is the standard that any performance improvement program and training or coaching effort seeks to achieve. Level III This Proficiency level indicates that the performer has fully mastered the competency, works without supervision, is capable of instructing others on the competency and capable of solving or applying the competency to a wide range of new or different situations.

Displaying Proficiency The University requires a competency to be displayed, achieved through the completion of pre-established criterion test or supporting evidence that the requisite competency has been displayed and the particular

Proficiency level attained. Thus, the Proficiency level achieved is based on demonstrated capabilities and job competence. Furthermore, a single achievement of the competency at the requisite level is not always sufficient, since the following criteria must also be met: Proficiency levels in competencies must be demonstrated. Progression of proficiencies and competencies is based on competencies that have been successfully demonstrated. Even if a person or that persons superior feels that the person possesses the capability to achieve a Proficiency level on that competency. If it has not been successfully demonstrated, then the person or the superior cannot claim to possess Proficiency in that competency. The Proficiency in a competency must have a quality of sustainability to it. Prior experience to the competency can be used to claim Proficiency at a specific level of the competency, but evidence needs to be produced to support this claim. Nevertheless, what is important is an evaluation of what is the current level of Proficiency. Competency in one organization is not always directly transferable to another organization or department, but the fundamental capabilities should undoubtedly be displayed.

Concern for Others

Definition Must be able to consider the needs and difficulties of others and take an active interest in their feelings, capabilities and perspectives in order to assist them with the difficulties they face and act with integrity, warmth and concern. Key Words: Concern for Others; Integrity; Warmth and Affection; Respect for Others; Behavioral Indicators: 1. Considers the needs and feelings of others. 2. Respects the rights, needs, feelings, and perspectives of others. 3. Involves others in decisions that will affect them. 4. Supports others in their difficult situations. 5. Shows respect to others in their daily dealings with them. 6. Contributes positively to the welfare of those they interact with and serve.

PROFICIENCY LEVELS: Concern for Others LEVEL I Shows consideration towards others especially during their difficult situations. Generally attends to the needs and feelings of others, without regards to how they express themselves. Is respectful of persons who show cultural racial, physical, language, capacity and any other differences. Responds to others and is attentive to the needs of others. Treats others fairly and with respect. LEVEL II Attends to the needs and feelings of others, irrespective of how they express themselves, especially in conflict situations. Puts in place conditions conducive to customers, individuals and teams. Takes cultural, racial, physical, and any other differences of individuals into account in communication with others and modifies own responses and behavior accordingly. Responds voluntarily, promptly and with enthusiasm to the anxieties, needs and predicament of others. Shows awareness of the impact of self on others and adjust responses accordingly. LEVEL III Openly recognizes the unique contribution of each person and responds supportively and with respect. Respects and protects the dignity, integrity and rights of each person. Shows versatility in his/her relations with others. Anticipates the reluctance and feelings of others to the proposal(s) being made. Responds to the different needs, feelings and capabilities of others and uses feedback to gauge the effectiveness and appropriateness of own responses.

Innovative Ideas
Definition Must be able to generate ideas, fresh perspectives and innovative approaches in order to contribute solutions to problems, overcome constraints and generate new solutions to problems. Key Words: Generating Ideas; Thinking outofthe-box; Creative Thinking. Behavioral Indicators: 1. Generates new ideas, concepts, plans, or approaches and finds unusual or different, but effective, solutions to problems or opportunities. 2. Develops insights into the circumstances surrounding problems or issues. 3. Develops outside-the-box solutions to problems. 4. Encourages non-traditional, imaginative approaches to the completion of daily work assignments and the resolution of stubborn problems. 5. Interacts with others in a manner that invites others to think differently and originally.

PROFICIENCY LEVELS: Innovative Ideas LEVEL I Sometimes develops original and fresh improvements to own areas of work. Uses organizing techniques to organize and process information that leads to new or different approaches to meeting work objectives. Examines the relationships among two or more items or objects and identifies a rule or principle that can be used to solve one or more issues. Applies an unusual approach to problem analysis and solving. Sometimes uses analogies, appropriate examples, biographies, etc. to make a point. Generates novel combinations of existing products and services to meet new expectations. LEVEL II Develops or supports the introduction of new and improved methods, procedures or technologies to solve problems. Recognizes when something is not working and is able to switch tactics or directions. Treats each issue from a multiple of perspectives and angles and seek workable solutions; does not automatically choose the first solution that comes to mind. Encourages others to adopt non-traditional, innovative approaches to the completion of their daily work assignments. Challenges the status quo and we-always- did- it- this- way kinds of attitudes. Willingly accepts new ideas from others and sees their application to the present situation. LEVEL III Develops well-argued and structured ideas based on issue identification, comprehensive analysis and synthesis of issues for complex and stubborn problems. Articulates the competitive advantage or value achievable through new ideas and initiatives. Exercises judgment in ensuring involvement of more senior personnel and technical experts in content and formulation of ideas. Usually generates new ideas that have a significant impact in the workplace by creating new/improved service, being more cost effective and providing better value to the customer.

Customer Service Orientation

Definition Must be able to display positive attitudes and behaviors, which demonstrate an awareness and willingness to respond to customers in order to respond to and meet their needs, requirements and expectations. Key Words: Customer Awareness; Customer Requirements; Customer Responsiveness; Behavioral Indicators: 1. Listens to and responds to customer needs within guidelines. 2. Clarifies customers needs or expectations, when doubt exists. 3. Obtains an understanding of the specific customers needs and requirements. 4. Complies with agreements entered into with customers or gives early notice of any deviations. 5. Provides a timely response to customers complaints, feedback and comments. 6. Actively inform customers of intentions.

PROFICIENCY LEVELS: Customer Service Orientation LEVEL I Shows positive attitudes that indicate customers are important. Knows what customers rights are and what expectations they are entitled to hold in terms of customer services. Knows what services must be provided to their customers. Directs customers to the appropriate persons or sources to have their problems resolved. Knows the profiles of customers and responds to their requests in an informed, knowledgeable and polite manner. LEVEL II Voluntarily responds to customers requirements promptly and effectively. Has a detailed knowledge of the services required by the specific customer and the service standards that are required to be met to satisfy that customers expectations. Communicates with customers to determine whether any problems exist. Works in partnership with customers, solves their problems and encourages their participation and acknowledges their views. Develops and sustains productive working relationships with internal and external customers. LEVEL III Proactively engages with customers. Is frequently in contact with customers and knows how they evaluate the quality of services that they receive. Deals promptly with customers problems to their satisfaction. Identifies how services can be changed or improved that will better satisfy the customers expectations. Addresses conflicts or difficulties with customers before problems escalate. Goes out of their way to help customers, the public and others with their difficulties or in carrying out their daily duties.

Problem Solving
Definition Must be able to solve problems by analyzing situations and apply critical thinking in order to resolve problems and decide on courses of action and implement the solutions developed in order to overcome problems and constraints. Must be able to define issues, problems and opportunities, generate different courses of action, evaluate the constraints and risks associated with each course of action identified and selects the viable option in order to address the problems and/or opportunities identified. Key Words: Decision Making; Option Evaluation; Creativity; Decisiveness. Behavioral Indicators: 1. Creates relevant options for addressing problems/opportunities identified. 2. Identifies the constraints and risks associated with the options identified. 3. Identifies and evaluates the advantages/benefits associated with the options identified. 4. Considers and evaluates the alternative courses of action identified. 5. Selects an effective option, based on the information available at the time. 6. Acts decisively by committing the option chosen to a course of action.

PROFICIENCY LEVELS: Problem Solving LEVEL I Responds to problems, issues and opportunities as they are identified. Identifies a solution to the problem identified. Develops methods of dealing with the constraints identified. Identifies the decision to be made. Waits for permission/support to implement to decision identified. LEVEL II Creates relevant options for addressing problems/opportunities identified. Identifies the constraints and risks associated with the options identified. Considers, evaluates and seeks others opinions for alternative courses of action. Selects an effective option, based on the information available at the time. Acts decisively by committing the option chosen to a course of action. Displays confidence in the decision made when challenged. LEVEL III Creates relevant and creative options. Generates viable options for the problems or opportunities identified. Determines the long term implications of each option or constraint before selecting an option. Includes the appropriate persons in the decision as and when required. Uses judgment in determining which decision should be supported and mandated by persons at a higher level Ensures that buy-in and understanding of the decision made before committing it to action. Implements decisions or commits decisions to action within an appropriate amount of time.

Analytical Thinking
Definition Must be able to identify and define problems, extract key information from data and develop workable solutions for the problems identified in order to test and verify the cause of the problem and develop solutions to resolve the problems identified. Key Words: Problem Analysis; Data Analysis; Judgment. Behavioral Indicators: 1. Collects information and data. 2. Extracts relevant data in order to identify possible causes for the problem. 3. Critically examines issues by breaking them down into manageable parts. 4. Analyses information to determine and ascertain the most likely cause of the problem. 5. Identifies the logical, factual outcomes based on the data, information and analyses conducted. 6. Identifies action to prevent the problem from occurring partially or totally.

PROFICIENCY LEVELS: Analytical Thinking LEVEL I Undertakes a process of information and data collection and analysis for integration purposes. Identifies and makes sets of information and determines their relationships. Codifies this data to detect trends and issues in the data and information in a logical and factual manner. Makes logical deductions from data. Identifies a solution for resolving the problem. LEVEL II Collects all the relevant information and data needed to address the problem. Organizes, classifies and synthesizes the data into fundamental issues. From the information, identifies the most probable causes of the problem. Reduces the information down into manageable components. Identifies the logical outcomes from the analyses of the data collected. Identifies the options and solutions for addressing the problems analyzed. LEVEL III Collects, integrates and analyses all relevant data and information and reduces that information down to manageable components and/or charts, diagrams or graphs. Identifies a number of solutions to complex problems integrating findings from several different disciplines, identifies and evaluates the various options developed and selects the most effective solution. Draws logical and objective conclusions from the data and validates them as the prime cause and contributing causes. Identifies a number of solutions to the problem by identifying and evaluating the various options developed and selects the most effective solution.

Self-Management
Definition Must be able to use introspection, self-evaluation and self-management techniques in order to pro-actively and continuously improve own behavior and performance. Key Words: Time Management; Personal Organization; Reliability; Self-improvement. Behavioral Indicators: 1. Realistically assesses own strengths and weaknesses and their impact on others relative to the requirements of the work. 2. Seeks and effectively uses feedback from others to assess and improve own performance. 3. Manages own time effectively. 4. Seeks to improve own performance and takes corrective actions to remedy any shortfalls identified. 5. Takes full responsibility for own achievements. 6. Perseveres in the face of performance obstacles for the achievement of work objectives. 7. Consistently chooses ethical courses of action for workplace behavior. 8. Is reliable, punctual and conscientious.

PROFICIENCY LEVELS: Self-Management LEVEL I Tries to manage own time if there are not too many interruptions. Accepts feedback on own performance. Finds it difficult to persevere when experiencing obstacles. Knows the organizations code of ethical and expected workplace behavior. Is generally punctual and reliable. Deals with work issues one at a time and as they arise. LEVEL II Manages time efficiently and effectively. Gives and seeks feedback on own performance. Perseveres in the face of performance obstacles for the achievement of work objectives. Consistently chooses an ethical course of action for workplace behavior. Is reliable and punctual. Consistently demonstrates a preference for openness, honesty and integrity. Is well prepared and organized for meetings, team contributions and work assignments. Forms relations with seniors, staff and peers that produce trust and approachability. LEVEL III Time management and personal organization is a natural component of everyday conduct. Actively seeks feedback on own performance and voluntarily improves own performance. Generally overcomes performance obstacles and is successful in the workplace. Prefers openness, honesty and integrity. Thinks about things in advance and is well prepared and organized for events and tasks as they arise. Is proactive, able to prioritize tasks and activities. Manages others time and advises and coaches others on effective self-management strategies.

Team Work and Collaboration

Definition Must be able to work co-operatively with other individuals and makes valued contributions to the outputs of others in order to assist own team or project to achieve the required outputs. Key Words: Team Membership; Meets Obligations; Group Participation. Behavioral Indicators: 1. Co-operates with team members to resolve problems and achieve goals. 2. Participates in the development of team goals and plans. 3. Supports team members by encouraging participation and listening to others ideas. 4. Acknowledges others skills, experience, knowledge, creativity and contributions. 5. Keeps team members abreast of individual progress. 6. Shares information. 7. Addresses conflicts within the group without the help from the team leader. 8. Makes contributions that are valued by team members.

PROFICIENCY LEVELS: Teamwork and Collaboration LEVEL I Does what is required of a team member. Works well in teams comprising members of ones own work unit or discipline. Supports teams who provide information and contributions deemed to be important by oneself. Provides team members with information when requested or as the need arises. LEVEL II Can be relied upon to make contributions of value to the team. Is viewed as a valued team member. Maintains or enhances self-esteem of others in all communications with team members. Shares all relevant or useful information with other team members. Recognizes and manages the individual social styles of the team members. LEVEL III Actively supports and contribute to the efforts of other team members. Is flexible and can work with a wide variety of different people on different tasks. Creates a team spirit by speaking positively of others. Shares all relevant information and passes on additional information that may be important to other team members. Encourages other team members to participate and facilitates when appropriate.

Technical Proficiency
Definition Must be able to apply the technical knowledge and skills required in the specialist and professional job role and responsibilities in order to achieve the expected outputs. Key Words: Technical Expertise; Occupational/Professional Proficiency; Applied Knowledge. Behavioral Indicators: 1. Demonstrates technical proficiency in areas of work-units responsibility. 2. Understands the technical difficulty and complexity of work undertaken and advises others accordingly. 3. Accounts for the technical difficulty and complexity of own work and that of staff, where appropriate, at key milestones. 4. Ensures the appropriately applied procedures, requirements, regulations, or policies related to specialized areas of expertise in the production of work-unit outputs or results. 5. Performs tasks specific to area of expertise reliably, skillfully and accurately. 6. Accomplishes complex tasks in area of expertise without supervisory assistance. PROFICIENCY LEVELS: Technical Proficiency LEVEL I Undertakes basic or routine tasks (in some cases under supervision and technical direction). Has acquired a recognized, academic qualification for the technical skills or knowledge relevant to the job role or chosen profession, but is not recognized for depth of technical experience. Generally contributes a theoretical understanding of technical terms, concepts and methodologies. LEVEL II Has acquired relative experience of the technical job roles and responsibilities. Has acquired a broad, working knowledge of the local and international practices, generally recognized principles, approaches, methodological frameworks and best practice theories. Accomplishes the technical tasks required by the work unit largely independently. Seeks other professionals and specialists to collaborate on innovative application of technical proficiency. LEVEL III Has conducted scientific research, benchmarking or surveys in professional occupation or technical job. Proactively shares and exchanges views, procedures, best practice and implementation dos and donts. Uses extensive first-hand application and implementation experiences that have been gained in a variety of contexts and requirements for the technical proficiency. Is recognized by peers, fellow professionals, own work group and other business units for technical depth of knowledge. Accomplishes complex tasks in areas of expertise without supervision. Directs and assists technical teams to accomplish highly technical tasks in complex situations. Has achieved recognition within the profession for contributions in thought leadership. Has acquired and been awarded formal recognition for meeting the requirements of the profession.

Applied Strategic Thinking

Definition Must be able to operationalize and implement the strategic imperatives and policies as allocated to the workunit into services, products and implementation frameworks in order to convert and implement strategic plans and policies in service delivery programs. Key Words: Practical Thinking; Operationalize Strategies; Analyses Strategic Direction. Behavioral Indicators: 1. Analyses strategies and converts them into the requirements and services that the work-unit must provide. 2. Breaks down the strategic mandate into activities to be implemented and identifies the program and projects required to operationalize those mandates. 3. Prioritizes or re-prioritize objectives, activities and services to be undertaken by the work-unit based on the interpretation of the strategic mandates to be implemented. 4. Ensures that the work-unit is structured appropriately in order to implement the required strategic initiatives.

PROFICIENCY LEVELS: Applied Strategic Thinking LEVEL I Implements any changes required in work-units services resulting from changes in strategy or strategic priorities. Develops proposals for additional resources required by changes in strategic objective. Analyses whether a change in strategic direction will impact upon existing service and products provided. Understands and communicates the vision and mission, role and objectives of the department and workunit. Incorporates a long-term perspective and broader organizational implication in planning, decisionmaking and problem solving. LEVEL II Determines the services and service standards to be developed and implemented based upon strategic direction. Determines the resources or change in resources or re-allocates resources that will be required to effectively execute the provided strategic direction. Develops work plans and/or programs to implement provided strategic direction. Identifies new projects required due to changes in strategic direction. LEVEL III Interprets the strategic direction developed for the organization or division and develops the services and performance measures. Obtains and promptly applies resources needed to implement the changes required by the strategic mandate. Develops the sub-process and support mechanism that will be needed for any new initiatives required to implement strategic mandates or any changes in strategic direction.

Applying Technology
Definition Must be able to effectively evaluate, identify and use appropriate technologies in the workplace in order to enhance productivity, efficiency, responsiveness and the quality of service provided in order to aid the achievement of the organizations goals and objectives. Key Words: Evaluate Technology; Best Practice. Behavioral Indicators: 1. Identifies technological changes, scientific research, methodologies and automation options that would support/enhance success in the achievement of objectives of the work-unit and the Department. 2. Encourages staff to stay abreast and informed about technological changes, scientific research and automation. 3. Applies evolving technologies and methodologies to the Department or work-units needs. 4. Ensures that all staff is trained and competent to apply new technology. 5. Advises on the appropriate systems to use in the Department.

PROFICIENCY LEVELS: Applying Technology LEVEL I Uses technology and information systems available in the workplace. Identifies shortcomings of technologies currently in use. Adapts his or her method of working to accommodate changes in the technological developments. Understands the information systems and technology programs utilized by the work-unit and effectively utilizes the technology to get work done. LEVEL II Tests new technologies, work processes and practices to make transactions and the collection of data and information more effective. Evaluates recent technological innovations as they relate to workplace systems. Integrates technology and information technology systems with workplace activities in order to resolve operational problems. Ensures technology is adequate to help achieve business objectives. Ensures staff has access to the appropriate technology. LEVEL III Promotes the use of new technologies and systems in the workplace to support key decision makers, customers and stakeholders. Regularly evaluates the appropriateness of technological improvements and workplace tools and products. Justifies investment in technology by conducting cost-effectiveness analyses. Establishes links between computerized workplace systems, customers and other computer systems of the Department. Recommends the adoption of new technology and systems for the work-unit or work practices to improve service delivery.

Budgeting and Fiscal Management

Definition Must be able to plan the work-units budget and manage income and expenditure, through responsible implementation of policies, practices and decisions in order to achieve unit objectives effectively and efficiently. Key Words: Budgeting; Financial Planning; Budget Analysis and Control. Behavioral Indicators: 1. Prepares work-unit budget required to achieve unit objectives. 2. Maintains internal control policies and processes in line with Law, Statues, Rules, Regulations and Mandates. 3. Prepares short-term (1 year) and longer-term (2-5 years) budget plans. 4. Ensures conformity with auditing requirements. 5. Monitors revenue and expenditure for the purpose of sound fiscal responsibility. 6. Fosters an environment where cost-benefit outcomes are continuously improved. 7. Prepares consolidated financial reports for presentation to superior(s).

PROFICIENCY LEVELS: Budgeting and Fiscal Management LEVEL I Prepares the annual budget requirements for the work-unit and submits to the Vice President of Administration and Finance and/or the Budget Director, along with required internal controls. Develops options and recommendations for budget targets. Maintains the financial records and systems for budget inputs. Provides analytical support to the Finance function in the preparation of financial proposals, submissions and projected costs to be included in budgets and allocations. Identifies and provides initial analysis of problem areas or issues relating to the implementation of policies, procedures, administrative systems and performance standards. LEVEL II Develops own work-unit budget and manages the units finances in accordance with the University policies. Interprets and provides advice on existing financial policies. Promotes adherence to university policy and overall financial function. Reviews and monitors budget to ensure that the required financial procedures are adhered to and all monies are accounted for. Monitors, in a broad scope, compliance with policy. LEVEL III Develops, monitors and evaluates processes and tools to ensure that financial policies, procedures, systems and standards Co-ordinates the review and formulation of policies, procedures and systems across the organization. Promotes adherence to standards of service and provides overall direction regarding financial management practices. Monitors and evaluates overall policies, procedures, systems and standards of the organization.

Diagnostic Information Gathering & Delivery

Definition Must be able to collect data and information, analyze and translate information into knowledge for planning, decision-making or management reporting and to communicate and distribute to different audiences, using a variety of information and communication technologies (e.g. intranet, e-mail, video-conferencing, telecommunications, etc.) in order to provide and communicate information for decision making, reporting, document storage and planning. Key Words: Communication and Information Management; Information Distributors. Behavioral Indicators: 1. Supports operational functions and the public with the provision of information and through information exchange and dissemination. 2. Facilitates adequate information flow to enhance and ensure informed decisions. 3. Sources data, analyses it and converts it into information. 4. Contributes to the development of knowledge management within the Department. 5. Evaluates the effectiveness of data-gathering and distribution channels (e.g., web pages, notice boards, filing and storing, etc). 6. Interprets information and develop or indicate a response.

PROFICIENCY LEVELS: Diagnostic Information Gathering & Delivery LEVEL I Distributes information gained from other sources. Uses non-electronic and cumbersome paper for information collection and distribution as provided to the work-unit. Knows about knowledge management and its components. Collects data, information and graphics for use in own work-unit. Uses information or data effectively to persuade and support a position. LEVEL II Sources data, analyses it and converts it in reports and presentations. Develops databases and tools for reports and web distribution. Provides information in a format that is attractive, interesting and useful. Evaluates the effectiveness of data-gathering and distribution channels (e.g. web pages, complaints, etc.) Installs and maintains document management, storage and retrieval systems. Maintains effective communication channels enabled with current technologies. LEVEL III Maximizes the use of databases to provide useful, widely recognized and user-friendly information to other departments, work-units, customers and the public. Identifies new information and communication technology that improves on current systems and services provided. Provides leadership in the collection and provision of data and information for use in the departments knowledge management center. Evaluates and improves the effectiveness of the information and communication function in own work unit.

Continuous Improvement
Definition Must be able to measure and improve or upgrade work methods, procedures and systems and decrease costs in order to improve the quality and cost efficiency of services and products delivered to customers. Key Words: Work Method Improvement; Cost Efficiency; Productivity. Behavioral Indicators: 1. Identifies areas and ways in which work methods can be improved. 2. Improves the effectiveness of work methods, systems and operational equipment by addressing operational costs, revenue expenditure and donor fund management. 3. Implements performance improvement through technological solutions, product development, services, business-unit planning, business process simplification and value-based management techniques. 4. Enhances the effectiveness of employees through the appraisal and review of efficient human resources capacity. 5. Leverages the value of information technology and assets to improve services, enhance staff productivity, organizational improvement, operational efficiency and good governance.

PROFICIENCY LEVELS: Continuous Improvement LEVEL I Systematically evaluates and observes why similar activities take a different course in different situations. Systematically evaluates why agreed goals are not met, contrary to all expectations. Systematically evaluates why mistakes are made or reoccur. Facilitates discussions on what customers expect of the department and negotiates mutual expectations. Reflects on the results and impact of processes and not activities. Determines the results of tasks in terms of quality and internal efficiency (management of time and scarce resources). Identifies the critical, limiting factors. Determines the minimum requirements needed to be met for each task and process, in terms of human resources, financial resources, and technical resources. Reflects on how the department co-operates and co-ordinates work and determines the ideal mix of institutions and groups to deliver inputs (e.g., higher education, public sector and private sector) to improve the co-ordination of inputs. Uses technical knowledge or prior experience to develop and present alternatives and recommendations. LEVEL II Applies specialist knowledge of one area of business processes and understanding of related processes to produce work products. Matches appropriate methods to identified improvement needs. Maintains credibility and facilitates buy-in through effective discussions with primary stakeholders and sustained relationships with peers. Leverages knowledge and prior experience to develop, present and defend conclusions and recommendations and implementation strategies/plan. Develops and recommends improvements or redesigns processes. Evaluates and implements process improvement solutions.

Contributes to capacity building and process improvement knowledge bases through feeding back best practices and redefining tools and techniques as appropriate. Articulates the value-added or realized benefits from an improvement project by outlining specific performance measures, targets and goals.

LEVEL III Leverages knowledge and experience to design and implement organization-wide improvement solutions to complex problems. Identifies and addresses critical success factors for complex improvement projects or initiatives. Secures commitment and participation from senior level personnel by sustaining and leveraging relationships and leading project critical presentations. Is recognized as a subject-matter-expert outside own business-unit, and as a technical advisor to project teams. Applies depth of technical knowledge to deliver customer products and services across multiple facets of the organization in a complex inter-governmental environment. Reviews improvement solutions, documents lessons learnt and recommended improvements. Identifies and resolves critical and complex improvement issues within a network of university departments producing and exchanging services.

Customer Focus and Responsiveness

Definition Must be able to achieve excellence in delivering the planned customer service outcomes (i.e. service levels and standards) for the department and monitoring the units service delivery in order to achieve the service delivery targets and to ensure the highest level of customer care and customer satisfaction. Key Words: Service Delivery; Service Standards; Setting Service Level Standards; Behavioral Indicators: 1. Listens and responds to customer needs within legislative frameworks, and policy guidelines. 2. Clarifies the customers interests or expectations, when doubt exists. 3. Makes sure that customer needs or requirements are met. 4. Regularly takes steps to improve the quality of services produced by the work-unit. 5. Establishes plans and programs for satisfying the customers needs and expectations. 6. Delivers services to customers within the agreed service levels.

PROFICIENCY LEVELS: Customer Focus and Responsiveness LEVEL I Identifies services required by customers and develops appropriate service standards. Matches customers needs and service standards. Develops and implements processes for setting and reviewing products and services. Follows through on customers questions, requests and complaints. Provides a formal customer service that acknowledges a diverse customer base. LEVEL II Monitors customer service standards to ensure that established standards are met. Introduces new customer service standards to respond to particular customer needs. Establishes a schedule or plan for satisfying customer needs and expectations. Pursues the completion of work objectives that supports meeting customer needs and expectations. Delivers services or products to client or customer in a timely manner. Follows up with the customer or client in a timely manner to ensure that the services were satisfactory. Develops improvement processes for setting and reviewing products and services. LEVEL III Productively delivers high quality services related to the planned outcomes. Possesses an understanding of quality considerations and concepts and develops a quality assurance plan. Develops quality control measures and procedures to determine compliance with a standard or benchmark. Looks for information about real, underlying needs of others, beyond those expressed initially. Matches those needs to available services. Looks for long-term benefits to the customer and adjusts approach accordingly. Measures compliance with the organizations mandate and measures customers satisfaction against a standard or benchmark.

Developing Others
Definition Must be able to develop and coach others and constructively review the work of others in order to improve and advance the skills, knowledge and performance levels of those who report to them. Key Words: Growth and Development; Performance Improvement; Skills Development. Behavioral Indicators: 1. Identifies competency gaps for subordinates and develops personal development plans for employees. 2. Comprehensively assesses the performance of individuals assigned to the work-unit. 3. Gives detailed work instructions and/or on-the-job demonstrations. 4. Provides planned on-the-job learning and skill development opportunities for subordinates. 5. Recognizes and rewards (praise, etc) the expansion of skills and performance improvement. 6. Ensures budget allocations for staff to be appropriately trained to meet work standards. 7. Transfers and develops skills to work-unit employees.

PROFICIENCY LEVELS: Developing Others LEVEL I Articulates tasks and expectations and sets realistic standards. Observes, assesses, counsels, coaches, and evaluates subordinate leaders. Motivates subordinates to develop themselves. Balances the organizations tasks, goals, and objectives with subordinates personal and professional needs. Encourages initiative. Maintains a work climate in which team members feel included and vital to the success of the team, and encourages others to take on challenges. LEVEL II Diagnoses performance issues, and determines appropriate development approach to suit the individuals learning style. Paces the level and quality of instruction or coaching to allow assimilation of the learning matter. Invests time in coaching and mentoring. Arranges specific assignments or projects to challenge others and stretch their abilities and selfconfidence. Gives others the autonomy to approach issues in their own way, including the opportunity to make and learn from mistakes. Seeks training opportunities for the continued update of skills. Actively renews own personal and professional skills, applies them to new areas and remains current in area of work. Regularly contributes to, and takes from, relevant professional forums/bodies of knowledge. LEVEL III Contributes knowledge sharing in area of technical expertise in a complex and challenging environment, e.g. across campus or departments within own peer group. Contributes to and helps implement the departments training and development strategy.

Assesses organizational needs to formulate and implement development plans, outlining specific performance measure targets and goals. Mentors by investing adequate time and effort in counseling, coaching, and teaching their individual subordinates and subordinate leaders. Delivers innovative developmental solutions. Maintains relationships with senior human resources practitioners to ensure that learning is a valued strategic performance enabler. Ensures that training policies support the strategy and drive the desired behaviors. Reads benchmarks and learns across a wide spectrum and works to build the intellectual capital of the organization.

Diversity Management
Definition Must be able to adapt to diverse cultural practices, customs, values and norms of individuals and groups in order to meet equity requirements, contribute to the transformation of work unit and department. Key Words: Diversity Citizenship; Cultural Sensitivity. Behavioral Indicators: 1. Recognizes the contributions of those who have different cultural, religious, ethnic, gender, sexual preference or other individual differences toward the achievement of work-unit or the departmental objectives. 2. Considers the match between the organizational culture and the expectations of customers. 3. Provides opportunities that will enhance a more diverse and better workforce able to accomplish workunit objectives. 4. Drives the compliance with employment equity and affirmative action initiatives. 5. Takes active steps to eliminate acts, behavior and speech, which reflect discrimination and prejudice. 6. Ensures that all management practices implemented are free of social, gender, religious, ethnic, disability and cultural discrimination. 7. Provides employment opportunities that will make the workforce more diverse and better able to accomplish work unit objectives. 8. Uses formal and informal methods to increase the sensitivity of others to diversity.

PROFICIENCY LEVELS: Diversity Management LEVEL I Understands and is willing to accept the practices, customs, values and norms of other individuals or groups. Appreciates and respects the differences of others and looks for ways to gain new knowledge and understanding of individuals and groups through learning or active participation in work activities. Implements affirmative action and equity goals and requirements in the prescribed manner. LEVEL II Provides opportunities that will enhance a more diverse workforce and provides opportunities and equal access to development opportunities irrespective of their racial, gender and cultural backgrounds. Takes disciplinary action against discrimination and gender abuse. Makes an acute effort to eliminate prejudice, discrimination and systemic barriers that exist within the work environment. Ensures that all management practices and policies are free of discrimination. LEVEL III Actively promotes diversity through planned activities aimed at building sensitivity to and support for others. Actively helps and supports programs that are meant to promote diversity. Assists and supports others in their efforts to deal with and address diversity. Actively tries to change prejudices in the current environment. Educates others about the value of diversity. Develops solutions to overcome the constraints that inhibit the attainment of employment equity.

Impact and Influence

Definition Must be able to make an impact, persuade and influence individuals or groups in order to gain support and action for ideas, proposals or initiatives put forward in order to achieve a specific objective or result. Key Words: Persuasiveness; Credibility; Assertiveness. Behavioral Indicators: 1. Convinces individuals and groups to support decisions with persuasive arguments 2. Makes a favorable impression that encourages others to listen and be responsive. 3. Displays confidence and strong beliefs and opinions. 4. Excites the audience and keeps them interested. 5. Is confident and persuasive.

PROFICIENCY LEVELS: Impact and Influence LEVEL I Takes time to create favorable impressions. Convinces others of the viewpoint or proposals being made, with assistance of others in authority. Has limited impact on the audiences addressed. Makes an impact on peers and colleagues but is limited in terms of influencing old experts or more senior members of staff. Uses one and the same set of persuasion tools and techniques in all situations. Is able to get a point across without offending others. Uses information or data effectively to persuade and support a position. LEVEL II Creates favorable first impressions quickly. Is confident and persuasive. Maintains audience interest during discussion, presentations and meetings. Supports and defends proposals made, and convinces others of the benefits and value of the proposals presented. Uses an in-depth understanding of the interactions within a group to move towards a specific agenda Uses direct persuasion in a discussion or presentation. LEVEL III Persuades large and opposing audiences to agree with the proposals made. Uses a wide variety of interpersonal styles and communication methods to gain agreement or acceptance of the idea, plan decision or service being presented. Is seen as being authoritative and trustworthy when explaining and presenting difficult concepts and proposals. Readily influences and impacts on audiences of a wide variety of different backgrounds and uses a wide variety of persuasion tools and techniques to do so. Motivate subordinates to accomplish assigned tasks and missions. Mediates peer conflicts and disagreements.

Conflict Resolution
Definition Must be able to anticipate, diffuse and resolve disagreements, confrontations, tensions and complaints in a practical and constructive manner in order to achieve results, solve service delivery difficulties, gain acceptance to plans, policy implementation and proposals. Key Words: Resolves Problems; Interpersonal Maturity; Negotiating; Conflict Management. Behavioral Indicators: 1. Recognizes the potential for conflicts, confrontation and disagreement. 2. Resolves conflicts, confrontations and disagreements in a constructive manner. 3. Addresses formal and informal complaints and resolves them to mutual satisfaction. 4. Resolves problems and conflicts with employees, customers and stakeholders. 5. Assumes responsibility for own actions and the consequences for actions undertaken and decisions made. 6. Maintains positive, productive working relationships despite differing/conflicting situations and personalities.

PROFICIENCY LEVELS: Conflict Resolution LEVEL I Is consciously aware of differences and conflict-related issues. Confronts opposition cautiously and observes the conflict with a levelheaded assessment of the risks and potential damage, and understanding of own role in the conflict, before becoming actively involved. Demonstrates diplomacy and tact. Confronts problems openly and constructively. Is able to get a point across without offending others. Uses information or data effectively to persuade and support a position. LEVEL II Views opposing parties as equal partners in terms of their right to express their own viewpoints. Patiently listens to and makes an effort to understand other viewpoints. Acts calmly and rationally in conflict situations with empathy and self-detachment. Demonstrates a willingness to see things from the others point of view. Enthusiastically accepts and promotes change. LEVEL III Views complexity and ambiguity as a challenge. Adapts rapidly to changed circumstances. Supports others through change. Leads a team through uncertainty or ambiguity to achieve a positive and beneficial outcome for the team.

Planning and Organizing

Definition Must be able to plan and organize the work of the work-unit and groups, using goal setting, objectives, targets, creating work schedules and work-plans with associated budgets and resources, according to the Departments procedures, in order to achieve the tasks, functions and results/outputs required of the work-unit. Key Words: Schedule Work; Organizing; Allocate Resources; Achieves Results; Develop Plans. Behavioral Indicators: 1. Develops annual plans for the work unit. 2. Analyses goals and schedules component tasks accordingly. 3. Organizes and prioritizes tasks so they can be performed within the budget and to achieve the most efficient use of time. 4. Sequences activities and develop schedules. 5. Identifies and allocates resources.

PROFICIENCY LEVELS: Planning and Organizing LEVEL I Sets short-term and longer-term business plans and goals and cascades it to the work-team and individual performance objectives. Achieves goals established, but over-runs time allocated or exceeds budget. Translates objectives into specific plans. Prepares clear plans and a strategic focus before starting to work on projects or implement initiatives. Measures progress and monitors performance and results. Achieves goals in a timely manner, despite obstacles encountered, by organizing, re-prioritizing and replanning. LEVEL II Translates objectives into specific plans. Sets goals and objectives relevant to the function and focuses on the customers needs. Attends to and manages multiple tasks and details by focusing on key priorities and delegation to others. Identifies and allocates resources. Develops contingency plans for potential problems. Co-ordinates work efforts when necessary to produce deliverables. LEVEL III Taps into the resources of other work-units and departments, employing methods such as crossfunctional teams to achieve results. Utilizes all departmental tools and best practices to enhance effectiveness and efficiency. Attends to and manages multiple tasks and projects by focusing on key priorities and delegating to others. Assist others to plan and organize their work. Identifies and acts on opportunities to partner with other units in the Department to achieve desired results.

Project Management
Definition Must be able to plan and manage projects, activity schedules, resource allocation, time scales and timelines with associated budgets in order to deliver projects on time, within cost and at the required quality level. Key Words: Project Planning; Project Execution and Monitoring; Achieving Project Outputs. Behavioral Indicators: 1. Defines the projects scope and objectives. 2. Develops and writes project charters. 3. Plan resources (time, money, materials, consultants/service providers) for the execution of project. 4. Implements, executes and monitors projects. 5. Re-plans or manages the re-planning of projects as part of daily project management. 6. Produces or manages the production of project deliverables or outputs that are within budget and at the right quality levels.

PROFICIENCY LEVELS: Project Management LEVEL I Manages a small or non-complicated project or sub-project team. Organizes the team and develops a work plan (e.g. MS-Project Gantt chart, allocates tasks in accordance with stated objectives) Maintains project records (e.g. working papers, audit trails, evidence of sign-off by senior personnel). Maintains project management documentation (e.g. status reports, issues tracking, timesheets, and payments). Updates project work plans. Agrees and makes amendments as appropriate. Maintains critical paths, follows changes to timetables, responsibilities and deliverables. Assesses the quality of the work performed by team members. Raises scope/boundary issues related to the teams area of work. Prepares written objectives for team members including sub-contractors or consultants. Monitors progress against the work-plan, reporting variations and issues in a timely and appropriate fashion, recommending and taking appropriate actions. Provides feedback, supervision and coaching to team members, including technical assistance required to ensure successful completion. Promotes teamwork and encourages team members to put team objectives ahead of personal objectives. LEVEL II Manages a project team of full-time staff with specialist capabilities in a specialized, technical area. Develops (to a large degree) the contract and in particular the technical approach to the project, the work description and scope for the project (or sub-project). Assigns responsibilities, sets priorities, delegates tasks to others, and contributes needed resources; coordinates work efforts when necessary to produce deliverables. Attends to multiple tasks and details by focusing on key priorities and delegation to others. Makes decisions, taking into consideration the requirements for public accountability and stakeholder issues. Measures progress and monitors performance and results; keeps work on track. Identifies and acts on opportunities to partner with other departments and institutions, to achieve desired results.

Manages the financial performance of the project (e.g. monitoring hours and expenditure, variation orders, contribution versus amount billed, accounts payable, contractual obligations, appropriate signoff. Manages the risks identified and incorporates specific activities to overcome or reduce the risks.

LEVEL III Manages a large, complex and integrated project operating primarily in an integration role. Integrates products and services from different service providers, in a complex or large project. Manages a range of skill mixes and disciplines, manage across multiple sites/departments. Manages a third-party provider directly contracted to the Department or donor agency. Manages the contractual aspects ensuring all work was performed in accordance with the contract. Establishes the project management processes and risk and control processes. Applies advanced techniques such as Goal Directed Project Management (GDPM), PERTand Critical Path Analysis techniques to the overall project. Develops contingency plans for potential problems. Taps into a variety of resources to achieve results, such as crossfunctional teams, developmental assignments, etc. Manages and motivates project staff so that they remain enthusiastic and produce quality project outputs despite project constraints and setbacks.

Team Leadership
Definition Must be able to build cohesive and productive work and project teams in order to achieve the required outputs, either as a work unit or as a component within the organization. Key Words: Managing Meetings; Inspiring Team Members; Facilitating and Supporting. Behavioral Indicators: 1. Values the contribution of all team members. 2. Focuses own efforts on working with the team to achieve the desired results. 3. Participates in activities that lead to a sense of identity on projects. 4. Motivates and inspires others to self-empowerment and self-respect. 5. Evaluates performance of the team in order to ensure the achievement of the teams objectives.

PROFICIENCY LEVELS: Team Leadership LEVEL I Ensures that groups have all the necessary information and explains reasons for a decision. Creates the conditions that enable the team to perform at its best (e.g. setting clear direction, providing appropriate structures, getting the right people). Sets a good example by personally modeling desired behavior. Expresses positive attitudes and expectations of the team and team members. Displays willingness to learn from others, including subordinates and peers. Solicits ideas and opinions to help form specific decisions and plans. Publicly credits others who have performed well. Provides the resources and tools for teams to complete their tasks. LEVEL II Recognizes the value of using teams to accomplish work-unit or the departmental objectives. Acts to build team spirit for purposes of promoting the effectiveness of the group or business process. Discusses progress of projects periodically with the team to ensure the goals and objectives of the team can be accomplished. Encourages groups to work together by agreeing the goals, processes, tasks and completion of tasks. Applies group process skills to assist the team achieve their results. Recognizes and praises the team for their effort and achievements. Acts to promote good working relationships regardless of personal likes and dislikes. Encourages the achievement of results through teamwork, co-operation and collaboration. LEVEL III Uses complex strategies such as team assignments, cross training, etc., to promote team morale and productivity. Encourages teamwork through the use of appropriate verbal and non-verbal messages. Creates an environment that encourages open communication amongst team members. Creates an environment that encourages collective problem solving amongst the team members. Seeks consensus among diverse viewpoints as a means of building group commitment.

Flexibility
Definition
Is open to change and new information; rapidly adapts to new information, changing conditions, or unexpected obstacles.

Key Words: Change Agent, Adaptability, Change Management Behavioral Indicators: 1. Adapts effectively to change by accepting changes in work processes readily and with an optimistic perspective of the resulting benefits 2. Works through situations or issues involving ambiguity or setbacks by systematically evaluating options and establishing appropriate action plans 3. Understands the requirements of different situations and effectively adapts his/her behavior even when under stress and pressure 4. Readily accepts new technology as part of his/her job and uses it to continually improve efficiency or the quality of his/her work products

PROFICIENCY LEVELS: Flexibility LEVEL I Meets with team to adjust and coordinate schedules to accommodate all team members Adjusts staff assignments based on feedback and work load priorities Uses staff feedback to streamline processes in order to meet deadlines Adjusts project plan based on input from staff and stakeholders

LEVEL II Realigns resources to meet changing customer needs Takes feedback into consideration while implementing organizational change Adjusts organizational priorities quickly as situations change Shifts university goals and initiatives to align with priorities

LEVEL III Recognizes when changing customer or organizational expectations require new approaches and takes the necessary steps to meet new standards Implements a successful action plan after a major organizational change Prioritizes, considers alternatives, and responds quickly and effectively to unexpected and rapidly changing conditions

Vision
Definition Takes a long-term view and builds a shared vision with others; acts as a catalyst for organizational change. Influences others to translate vision into action. Key Words: Strategic Vision, Future state Behavioral Indicators: 1. Communicates a clear, vivid, and relevant description or picture of where the organization should be in 3, 5, or 10 years 2. Expresses the vision in a way that resonates with others as demonstrated by their words and actions 3. Builds a shared vision with others 4. Influences others to translate vision to action

PROFICIENCY LEVELS: Vision LEVEL I Meets with staff to address concerns about new organizational structure Develops and generates support for work group vision Involves staff in setting annual goals to ensure buy-in Conducts interviews with staff to ascertain organization's needs Conveys vision of agency to staff and stakeholders LEVEL II Involves employees and stakeholders in an organizational change process by conducting meetings and providing frequent updates Acknowledges organizational strengths and develops plan to address areas needing improvement Communicates vision and mission of new office to employees while incorporating employee feedback for ideas on accomplishing new goals and objectives LEVEL III Directs and provides guidance to managers to develop long-term strategic plan for the division Educates agency officials about new system and outlines how the long-term benefits align with agency goals Conducts workshop with employees, human resources staff, and customers to build a vision, strategy, and goals for the unit Develops an approach to improve efficiency and effectiveness of the organizational structure by using creative reorganizing concepts Considers various viewpoints from internal and external sources when developing new organizational mission and vision Builds nationwide coalitions to develop and garner support for shared programs

Integrity
Definition Behaves in an honest, fair, and ethical manner. Shows consistency in words and actions. Models high standards of ethics. Key Words: Trustworthiness, Ethical, Honesty Behavioral Indicators: 1. Treats others fairly and with respect 2. Takes responsibility for own work, including problems and issues 3. Uses applicable professional standards and established procedures and policies when taking action and making decisions 4. Identifies ethical dilemmas and conflict of interest situations and takes action to avoid and prevent them 5. Anticipates and prevents breaches in confidentiality and/or security

PROFICIENCY LEVELS: Integrity

LEVEL I Provides staff with accurate information about the vision of the agency and outlines changes in an upfront manner Remains fair and objective when determining skill set needed for projects to select effective team members Maintains confidentiality of sensitive information by establishing new policies and procedures for handling such information Establishes open and honest communication with employees Addresses concerns with employee behavior in a confidential and respectful manner

LEVEL II Instills a climate of trust by admitting own mistakes and taking responsibility for one's actions Discusses potential ethical problems and wrong-doing with employees and responds appropriately Communicates honestly with employees regarding potential changes affecting the organization to ensure staff are treated fairly Investigates issues and takes corrective action, as appropriate LEVEL III Promotes a climate of openness and honesty and does not penalize responsible dissent Does not acquiesce to inappropriate personal requests for favors, political pressure, or promise of gain Displays fortitude to support ethical actions that may negatively impact self or stakeholders

Attention to Detail
DEFINITION: Thoroughness in accomplishing a task through concern for all the areas involved, no matter how small. Monitors and checks work or information and plans and organizes time and resources efficiently. Key Words: Quality Assurance, Thoroughness, Efficiency BEHAVIORAL INDICATORS: 1. 2. 3. 4. 5. 6. Provides accurate, consistent numbers on all paperwork. Provides information on a timely basis and in a usable form to others who need to act on it. Maintains a checklist, schedule, calendar, etc., to ensure that small details are not overlooked. Carefully monitors the details and quality of own and others' work. Expresses concern that things be done right, thoroughly, or precisely. Takes necessary actions to produce work that requires little or no checking.

PROFICIENCY LEVELS: Attention to Detail LEVEL I Double-checks the accuracy of information and work product to provide accurate and consistent work. Provides information on a timely basis and in a usable form to others who need to act on it. Carefully monitors the details and quality of own and others' work. Expresses concern that things be done right, thoroughly, or precisely. Completes all work according to procedures and standards.

LEVEL II Sets up procedures to ensure high quality of work Monitors the quality of work by setting up procedures Acts to verify information Checks the accuracy of own and others' work Develops and uses systems to organize and keep track of information or work progress Prepares for meetings and presentations Organizes information or materials for others Reviews and checks the accuracy of information in work reports LEVEL III Complete with regard to every detail; not superficial or partial Performed or written with great care and completeness Painstakingly careful and accurate Exhaustive: performed comprehensively and completely

Drive for Results

Definition Motivated by success and passionate about working and achieving higher results. Persists to complete tasks / responsibilities, even in the face of difficulties, is optimistic and tenacious all through. Operates with personal ownership and looks for ways and means to improve performance all the time. Displaying a strong commitment to making service performance improvements and a determination to achieve positive service outcomes for the students and staff. Key Words: Ability to execute plans, Results-oriented Behavior Indicators: 1. Setting ambitious targets which may exceed the minimum standard required and taking calculated risks all with the aim of delivering added value to the service. 2. Focusing own, and others, energy on what really makes a difference, rather than being constrained by methods which were used in the past. 3. Seeking out opportunities to improve delivery of service through partnership and new ways of working. PROFICIENCY LEVELS: Drive for Results LEVEL I Takes actions that lead to the delivery of set service targets. Shows determination to meet the objectives set by others. Keeps track of and measures outcomes against own standards, over and above those set by others. Takes actions that lead to quantifiable service improvements. Encourages others to find ways of delivering services that will better serve the needs of customers while meeting local targets.

LEVEL II Sets self and others stretching goals, over and above those required to meet national standards and targets, where these will help to improve local services. Takes the necessary actions to meet these goals; identifies and applies measures to track and quantify achievement. Overcomes obstacles to achieving goals and uses failure as an opportunity to learn. LEVEL III Shows determination to achieve goals over time; resists any pressure to be deflected from this attainment. Prepares to challenge others and address poor performance where this is impacting on effective service delivery. Takes calculated risks, based on learning and experience, to achieve longer-term service improvements.

Accountability
Definition Accepts full responsibility for self and contribution as a team member; displays honesty and truthfulness; confronts problems quickly; displays a strong commitment to organizational success and inspires others to commit to goals; demonstrates a commitment to delivering on his/her public duty and presenting oneself as a credible representative of the University

Key Words: Ownership, Responsible Behavioral Indicators: 1. Helps and supports fellow employees in their work to contribute to overall organization success. 2. Demonstrates understanding of the overall business its goals, purpose, functions, competition, etc. that helps increase employee commitment and interest. 3. Looks beyond the requirements of ones own job to offer suggestions for improvements of overall organization operations. 4. Takes personal ownership in organizations success.

PROFICIENCY LEVELS: Accountability LEVEL I Consistently meets commitments to others or delivers on commitments on time Takes ownership of personal or team performance; coaches team members to improve performance Never dismisses the importance of his/her responsibilities and the connection between his/her job and public perceptions Always presents oneself in a way that is consistent with the image the University wants to portray. LEVEL II Holds self and others accountable for making principled decisions; addresses unsatisfactory and unethical behavior head-on Commits to the Universitys goals and finds ways to get team members more involved toward accomplishing University objectives Takes his/her responsibilities seriously and consistently meets the publics expectations for quality, service, and professionalism Consistently presents a calm, competent, and professional image to the public and other University employees LEVEL III Exceeds his/her commitment to others by frequently delivering work early Lives the University values and maintains his/her ethical principles even in the most challenging circumstances Generates enthusiasm among team members for accomplishing shared goals that elevates the team and ensures the University success Holds a strong commitment to exceeding the publics expectations for how the State should provide service to its students and staff Presents oneself as a polished professional who exemplifies success and credibility; inspires others to be more professional

Manages Performance
Definition Clearly establishes and communicates expectations and accountabilities; monitors and evaluates performance; provides effective feedback and coaching; identifies development needs and helps employees address them to achieve optimal performance and gain valuable skills that will translate into strong performance in future roles Key Words: Performance Management; Talent Management; Coaching and Feedback Behavioral Indications: 1. Facilitates the recruitment, selection and retention of employees 2. Delegates assigned tasks in alignment with operational goals 3. Coaches to maximize achievement of performance expectations 4. Models objective behavioral feedback 5. Champions employee development for career growth and mobility

PROFICIENCY LEVELS: Manages Performance LEVEL I Establishes departmental and individual goals; Clearly communicates departmental and individual goals and accountabilities Provides adequate resources for employees to accomplish their goals up front and upon request of employees; removes barriers as needed to help accomplish team goals Monitors the right performance measures; Gives frequent and candid performance feedback on how employees are doing their jobs LEVEL II Actively coaches individuals and teams to strengthen their performance Takes responsibility for identifying individual employee development needs and finding ways to address them Notices and shows appreciation when expected results and behaviors are realized; Retains high performers through recognition of accomplishments and development/career opportunities Focuses on the skills needed for the current position as well as the qualities needed to be successful in future roles within the University when hiring LEVEL III Directs individuals to focus on the most vital departmental goals to maximize personal success within the department Monitors employee progress and proactively makes adjustments in resource allocations; proactively removes barriers to help accomplish team goals Demonstrates courage by taking resolute action against weak performers Inspires others to strengthen their coaching skills to drive overall University objectives Identifies patterns in employee behavior that indicate development needs across the University and identifies ways to systemically enhance the skills of University employees. Celebrates expected results and behaviors through creative and spontaneous means; Retains high performers through recognition of accomplishments and development/career opportunities

Initiative
Definition Proactively identifies ways to contribute to the States goals and missions; achieves results without needing reminders from others; identifies and takes action to address problems and opportunities Key Words: Personal Drive, Take Charge, Readiness to embark on new task Behavioral Indicators 1. Demonstrates a sense of urgency, motivation, and tenacity in achieving objectives. 2. Pursues increased challenge and accountability in project tasks. 3. Takes responsibility for personal development and the realization of objectives. 4. Remains determined in the face of obstacles or pressure.

PROFICIENCY LEVELS: Initiative LEVEL I Completes assignments without the need for prompting from his/her supervisor or others Seeks out information on his/her own initiative; may need to follow up with his/her supervisor for guidance or direction Demonstrates resilience against challenges and obstacles LEVEL II Successfully completes most tasks independently but asks for additional support, as appropriate, when faced with unfamiliar tasks or situations Focuses on achieving results, rather than activities that may not add value Recognizes and takes appropriate action to effectively address problems and opportunities LEVEL III Takes the initiative to complete assignments early; consistently exceeds expectations regarding the timing of deliverables Generates commitment and enthusiasm from others to set and achieve challenging objectives Demonstrates the ability to complete even unfamiliar tasks independently by adapting his/her previously gained knowledge Coaches others on how to focus their energy on achieving results without creating more work than necessary Provides advice and direction to others on how to recognize and take appropriate action on problems and opportunities

Professional Development
Definition Demonstrates a commitment to professional development by proactively seeking opportunities to develop new capabilities, skills, and knowledge; acquires the skills needed to continually enhance his/her contribution to the State and to his/her respective profession Key Words: Continual Learning, Develop one-self Behavioral Indicators: 1. Commitment to improve one's technical and personal growth 2. Continues to learn about and improve theories and principles 3. Takes advantage of professional development opportunities 4. Seeks out new learning experiences

PROFICIENCY LEVEL: Professional Development LEVEL I Engages in continuous learning opportunities to further develop skills and capabilities in technical and functional areas Uses feedback from co-workers and customers to find ways of enhancing his/her performance Accurately identifies his/her own strengths and development needs, leverages strengths, and takes action to develop areas that can be improved LEVEL II Takes part in professional associations to maintain a current knowledge base and relationships with others in his/her field Updates professional knowledge and skills on a regular basis to stay current and apply new trends or best practices to his/her work at the University Seeks out continuous learning opportunities that develop self and expands organizational intellectual capital Proactively requests feedback from co-workers and customers and uses it to enhance personal and team performance Provides coaching to others to help them leverage their strengths and effectively develop in areas where improvement is needed LEVEL III Participates in professional associations to ensure he/she is visible to others in his/her field of expertise Shares new knowledge regarding professional standards with others to ensure they are able to contribute new ideas to the University Anticipates student and staff needs/ stays abreast of changes in the external environment and anticipates how they will impact his/her department and/or University Helps others enhance their experience with the Universitys performance management program by mentoring and coaching them through the process

Communication
Definition Respectfully listens to others to gain a full understanding of issues; comprehends written material; presents information in a clear and concise manner orally and in writing to ensure others understand his/her ideas; appropriately adapts his/her message, style, and tone to accommodate a variety of audiences. Key Words: Informative, Willing to share information, Open, honest and direct Behavioral Indicators 1. Ensures that important information from management is shared with employees and others as appropriate 2. Knows that listening is essential to understanding 3. Shares ideas and information with others who might find them useful 4. Keeps manager informed about progress and problems 5. Ensures that regular consistent communication takes place within area of responsibility 6. Gives and receives constructive feedback

PROFICIENCY LEVEL: Communication LEVEL I Actively listens to students and staff to put him/herself in other peoples shoes to gain a better understanding of what they are saying Comprehends written and oral information and direction and takes appropriate action Communicates intentions, ideas and feelings openly and directly Consistently delivers accurate, clear and concise messages orally and/or in writing to effectively inform an audience Listens attentively to the speaker and actively asks questions to confirm understanding and avoid miscommunications Adapts to the needs of most audiences to ensure his/her message is understood LEVEL II Presents an open and accepting persona that allows even the most reluctant person to express his/her views Assists others in comprehending written and oral information and directions so they can take appropriate action Encourages an open exchange of ideas and different points of view; tells the truth even when it is unwelcome. Delivers accurate, clear and concise messages that inform and frequently persuade audiences to take action Demonstrates a keen ability to recognize when others are having difficulty understanding his/her message and adapts style Adapts to the needs of diverse audiences and/or complex situations

LEVEL III Discusses the impact of change efforts honestly and directly with those affected Ensures the Universitys vision and goals are fully understood by translating them into day-to-day practices; explains the business purpose behind assignments and shifts in priorities so others can understand the big picture Gains strong support from key players to mobilize team to champion and implement University change Communicates the strategic direction in such a way that employees, at all levels, fully understand their role in achieving University goals; engages employees regularly about student services so they understand their importance to the University and their potential to contribute

Grant Administration
Definition Administers grants and cooperative agreements, applying knowledge of organizational needs and deadlines. Acquires and applies critical financial concepts and practices, based upon a thorough understanding of the Federal Government. Key Words: Principal investigator, Program Administrator Behavioral Indicators: Serves as a primary point of contact concerning grant matters. Plans, directs, coordinates, and manages the various grant functions, including application, awarding, modifying, closing out. 3. Actively collaborates with Sponsor Program to monitor and manage the grant and grant compliance. 4. Takes appropriate actions and applies remedies to protect the University and the award of the grant.
1. 2.

PROFICIENCY LEVEL: Grant Administration LEVEL I Understands and executes the various stages of the grant lifecycle including pre-award review, grant progress monitoring, and award closure. Recognizes factors that influence the grants process. Coordinates actions with program officials regarding administrative and programmatic issues. Develops guidelines for handling and/or adhering to grant changes. Communicates expectations and reinforces requirements with grantees. Leads activities to ensure grantee compliance with the established grant. Analyzes requested budgets and determines awarded budgets. LEVEL II Establishes and maintains realistic budgets Draws accurate conclusions from financial information Uses financial and other quantitative information to manage resources provided for a project Interprets and analyzes the meaning and implications of key financial indicators Understands overall financial performance of the organization and the resulting capacity to manage supported projects Uses financial analysis to evaluate strategic options and opportunities and recommend effective and practical alternatives LEVEL III Demonstrates absolute responsibility for the overall conduct of a sponsored project, including all technical, programmatic, financial, compliance and administrative aspects. Takes full responsibility for controlling the technical direction and academic quality of the project, and ensures that a sponsored project is carried out in compliance with the terms, conditions, and policies of the Sponsor and the University.

Diplomacy
Definition Respond to difficult, stressful or sensitive interpersonal situations in ways that reduce or minimize potential conflict and maintains good working relationships among internal and external customers. In a customer service or personal sense, the ability to recognize awkward or potentially embarrassing situations which sometimes arise. The skill to be aware of tone and careful choice of words, while at the same time ensuring that the intended message is clear, polite and readily understood. Key words: Tact, Discretion, Peacekeeping, Subtlety Behavior Indicators: 1. Understands emotional components behind complex situations. 2. Puts oneself in others shoes. 3. Interacts pleasantly and positively with others. 4. Generally tactful.

PROFICIENCY LEVEL: Diplomacy LEVEL I Utilizes one basic approach in dealing with others. May occasionally make unintentional negative or offensive comments. Avoids situations where others share personal problems. LEVEL II Altruistic; goes out of the way to help. Courteous in all situations. Uses appropriate tone of voice in all situations. Effectively handles highly tense situations. Anticipates and prepares for responses. LEVEL III Utilizes multiple approaches in dealing with others. Respectful and considerate of others point of view. Objective doesn't interact using a hidden agenda. Actively strive to understand the people and the data before making decisions and taking action. Patiently wait for others to catch up and share their views before taking action. Includes others. Carry out interaction in a respectful manner that maintains the dignity of all. Use behaviors and language in dealing with people that are appropriate for workplace situations. Handles and work through difficult or awkward interpersonal situations in a positive manner. Deliver a difficult message with sensitivity to minimize negative impact on others.

Dependability/Reliability
Definitions Reliable and dependable in performing job-related tasks, finishing assigned projects, meeting deadlines and appointments. Keywords: Trustworthy, Consistency, Steadfast

Behavior Indicators: 1. Recognizes the relative importance of certain tasks and responsibilities and has the ability to prioritize to ensure that deadlines are met. 2. Actively demonstrates commitment by maintaining a consistent and predictable work schedule. 3. Is relied upon by others as a source for valid information.

PROFICIENCY LEVEL: Dependability/Reliability LEVEL I Comes to work on time as scheduled. Responds to work assignments and requests by being cooperative and available. Demonstrates a good attendance record; is aware of the impact that missing work will have on the customer as well as co-workers. Follows through with commitments. Can be counted on to meet deadlines. Maintains consistent and predictable schedule. LEVEL II Very productive and efficient in planning and executing work. Actively demonstrates dependability and importance of work to customer and peers. Reschedules meetings and deadlines well in advance if necessary; but will go out of way to make every effort to make meeting an/or deadline. LEVEL III Accurately scopes out the work, creates efficiently workflows and process, Develops reliable working rapport with customer and peers. Follows through and meets commitments. Available as a resource to subordinates and peers. Consistently outperforms most other people or groups because of excellence at planning, priority setting and execution.

Student Focus and Responsiveness

Definition Must be able to achieve excellence in delivering the planned student service outcomes (i.e. service levels and standards) for the department and monitoring the units service delivery in order to achieve the service delivery targets and to ensure the highest level of student care and student satisfaction. Key Words: Student Awareness; Student Requirements; Student Responsiveness; Behavioral Indicators 1. Listens and responds to student needs within legislative frameworks, and policy guidelines. 2. Clarifies the students interests or expectations, when doubt exists. 3. Makes sure that student needs or requirements are met. 4. Regularly takes steps to improve the quality of services produced by the work-unit. 5. Establishes plans and programs for satisfying the students needs and expectations. 6. Delivers services to students within the agreed service levels.

PROFICIENCY LEVEL: Student Focus and Responsiveness Level I Demonstrate an awareness of and sensitivity to the unique social, cultural, and economic circumstances of students and their racial/ethnic, gender, age, physical, and learning differences. Knowledge to acquaint students with the University-based and outreach services and support systems designed to address their unique educational needs. Seek to improve and extend services to students. Demonstrate ability to assist students in understanding the full range of educational and career options open to them, including the requirements for achieving success in these pursuits. Possess individual and group advising and communication skills and employ an eclectic and balanced approach to assisting students and their parents. Provide assistance to parents and families so that they will provide an informed and supportive environment in which students can become effective learners, and achieve success in the pursuit of appropriate educational goals. Level II Possess the skills necessary to establish and maintain rapport with students and to assist them in gaining maximum benefit through your engagement. Establish effective systems for conveying important data and information about students between educational levels. Assist students in developing a sense of awareness and self-worth, and in the acquisition of personal exploration, decision making and goal-setting skills needed to facilitate their educational development. Assist students in the assessment of their individual strengths, weaknesses, and differences, especially as they relate to academic achievement. Recognize individual differences among students, including their aptitudes, intelligence, interests and achievements, and integrate an understanding of this information into the advising/counseling relationship. Collaborate with faculty, administrators, and other staff in ensuring that appropriate educational experiences are provided that will allow all students to achieve success in their educational pursuits. Level III

Understand the political issues and climate of the school or college and work to improve and extend programs and services that strengthen the educational experiences of all students. Conduct appropriate planning, design, research, and evaluation activities to ensure that all student services are maintained at an effective and relevant level. Recognize the personal, social, and emotional concerns and problems that may affect the students educational development. Assist students and their families in addressing the personal, social and emotional concerns and problems that may impede their educational development. Provide training, orientation, and consultation assistance to faculty, administrators, staff, and other University officials (e.g., Board of Trustees) to assist them in responding to the educational development and needs of students. Advocate the educational needs of students and work to ensure that these needs are addressed at every level .

Compassion
Definition Genuinely cares about people; is concerned with their academic and non-academic problems; is available and ready to help; demonstrates real empathy with the joys and pains of others. Key Words: Empathetic, Compassionate, Understanding Behavioral Indicators: 1. Understands emotional components behind complex situations. 2. Puts oneself in others' shoes. 3. Respectful and considerate of others' point of view. 4. Touched or concern for another person's situation

PROFICIENCY LEVEL: Compassion Level I Shows a healthy concern for others Fairly good at understanding feelings, emotions Spots the needs of others Tries to help when people Cares about how those around him/her are doing Tries to help when people approach with a problem Level II Good at picking up other peoples feelings Supportive during times of distress or anguish Puts others feelings first when necessary Makes a point to understand a persons personal situation Can articulate the joy and pains of others Level III Thinks of others need first Never hesitate to go the extra mile to help other people Remarkable ability to put himself/herself in other people's shoes Sought out by others because of his/her empathy, compassion Has an instinct for detecting the joys and pains in others

Creativity
Definition Generates many new and unique ideas; makes connections among previously unrelated notions; is unafraid to use unorthodox methods; is seen as original and value-added in brainstorming settings. Key Words: Innovation, Resourcefulness, Vision, Inventiveness Behavioral Indicators: 1. Takes "smart" risks including trying new and different ways to get the job done 2. Develops new approaches/programs that prove to be effective 3. Integrates input and ideas from different sources to share information and/or explore opportunities. 4. Encourages new ideas, and motivates others to be proactive, resourceful, and know the student/customer. PROFICIENCY LEVEL: Creativity Level I Generates new ideas regarding his or her job Tries old solutions to problems, but will search for new methods when challenged Is seen as creative and a contributor in brainstorming settings Generates many new and unique ideas Level II Searches for new and more effective methods, making connections between previously unrelated ideas Is seen as original and value-added in brainstorming settings Develops innovative ideas and methods of doing things Pursues new methods and solutions, thinks outside the box, connects disparate ideas, is unafraid to use unorthodox methods Level III Is seen as a motivator and guide for others to generate new ideas in brainstorming sessions Consistently generates and employs original ideas for himself or herself and for others, tackling both simple and complex problems Uses analysis and cross-pollination of information from one situation to another to solve problems Is seen as bringing out the best in others in brainstorming sessions or one-on-one, leading them to discover new connections, new solutions, and new ways of doing their jobs

Manages through Process and Systems

Definition Designs practices, processes, and procedures necessary to get things done; simplifies complex processes; gets more out of fewer resources; creates systems that manage themselves. Key Words: Process Re-Design, Organizational Effectiveness Behavioral Indicators: 1. Understands technology and the ways in which it can support the mission of the University 2. Ability to identify and integrate processes of various departments to create operational efficiencies 3. Creates seamless transactions across functions and/or departments 4. Develops operational efficiencies

PROFICIENCY LEVEL: Manages through Process and Systems Level I Oversees simple operations Can figure out the processes necessary to get things done Can organize people and activities for simple and complex processes Can follow through with measurement of a process or system that is already designed Oversees and directs moderately complex operations efficiently Employs the practices, processes, and procedures necessary to get things done Level II Knows what and how to measure Simplifies complex processes Devises the processes and procedures, and clearly communicates them to others Assesses what and how to measure and then measures it Level III Designs complex systems that can manage themselves or with little intervention Organizes people and activities while separating and combining tasks into an efficient workflow Expertly fashions both simple and complex systems for large groups or organizations Anticipates constraints or barriers, and incorporates energizers and safeguards to ensure smooth operation without much oversight Creates opportunities for synergy and integration of workflow by using knowledge of the types of people or groups involved Adeptly adjusts measurement of processes and systems

Critical Thinking
Definition Ability to look at situations from multiple perspectives. Breaks problems into component parts. Tendency or ability of individual to do something or create something new. Considers and organizes parts in a systematic way. Creates solutions to problems using novel methods and processes. Looks for underlying causes or thinks through the consequences of different courses of action Key Words: Actively and skillfully conceptualizing, Synthesizing, Reasoning Behavioral Indicator: 1. Demonstrates and models the use of higher-order thinking skills 2. Creates solutions to problems using novel methods and processes. 3. Issues are viewed without any pre-set biases or limitations

PROFICIENCY LEVEL: Critical Thinking Level I Generates simple ideas Solutions are limited in scope May produce useful ideas or explanations for circumstances but lack in identifying or including cause and effect. Undertakes a complex task by breaking it down into manageable parts in a systemic, detailed way. Level II Introduces new approaches that may have been tried elsewhere. Examines situations from multiple or different perspectives. Recognizes points for improvement and uses imagination to solve problems Critically compare different points of view Identifies linkage of actions to achieving outcomes. Level III Applies formal methods and strategies to enhance creative thought Evaluates the quality of evidence and reasoning Effectively analyzes the situation, collects input to make informed decision Demonstrates critical thinking skills while considering the big picture and impact on results. Demonstrates in-depth knowledge of the holistic framework that component parts of a system can be understood in the context of relationships with others within the University rather than in isolation.

Intellectual Acumen
Definition Is intelligent and capable; deals with concepts and complexity comfortably; is good at learning and deciphering new knowledge; able to assimilate new skills independently. Key Word: Knowledge, Level of Comprehension, Intellectual Capacity Behavioral Indicator: 1. Has and uses functional and technical knowledge and skills to do his or her job at a high level of accomplishment 2. Consistently illustrates subject matter expertise 3. Demonstrates an exemplary level of accomplishment in job performance

PROFICIENCY LEVEL: Intellectual Acumen Level I Learns new skills with appropriate guidance and training Can handle concepts and complexity Handles concepts and complexity comfortably, and can communicate and summarize them effectively to others Displays surface learning of skills and concepts, and applies the learning to the workplace Is intelligent and capable Level II Able to assimilate new skills independently Is good at learning and deciphering new knowledge, and decides when and if to apply it to specific situations Handles concepts and complexity adeptly; provides insight and understanding for others; sees patterns, connections, and relationships that structure complexity

Level III Has good judgment as to what information is significant and useable in each situation Demonstrates strong understanding of complex ideas and appropriately integrates them into the workplace Adeptly handles concepts and complexity; blends analysis, knowledge, and insight to effectively assess and employ information to enhance personal and organizational performance Has a command of language skills, and easily communicates information and concepts (simple and complex) to others Readily grasps and assimilates complex ideas and appropriately integrates them into the workplace

Managerial Courage
Definition Tactfully dispenses direct and actionable feedback; is open and direct with others without being intimidating; deals head-on with people problems and prickly situations. Key Words: Conflict Management, Performance management, Leadership Behavioral Indicators: 1. Achieving results in a manner that is consistent with organizational expectations 2. Provides corrective feedback to others 3. Deal with people problems and situations head-on 4. Swiftly administers action (negative or positive) if situation merits it

PROFICIENCY LEVEL: Managerial Courage Level I Provides current, direct, and complete reinforcing and corrective feedback to others Can be direct, but tactful Lets people know where they stand Faces up to people problems with any person or in any situation quickly and directly Is comfortable taking negative action when necessary Level II Tactfully dispenses current, direct, complete, and "actionable" feedback Is open and direct with others, but does not seek to intimidate them Deals head-on with people problems and prickly situations Swiftly administers negative action if a situation merits it Level III Deals with corrective feedback in a manner that inspires accountability and self-redirection among colleagues and direct reports Has a commanding but undaunting presence Welcomes the opportunity to mediate people problems Forcefully and definitively takes negative action to quench trouble

Organizational Agility
Definition Knowledgeable about how organizations work; gets things done both through formal and informal channels; effectively maneuvers through complex political situations. Key Words: Organizational Awareness, Business Agility Behavioral Indicator: 1. The ability to understand and use the power of relationships at the University or elsewhere to get things done. 2. Understands organizational culture and politics. 3. Predicting how actions and/or events will affect both staff in general as well as specific groups inside the University. 4. Understands the overall climate and culture: Recognizes implicit limits at the University, what can and cannot be done at certain times or in certain positions.

PROFICIENCY LEVEL: Organizational Agility Level I Understands the origin and reasoning behind key policies, practices, and procedures Understands the cultures of organizations, and acknowledges corporate politics as a reality Gets things done, both through formal channels and the informal network Relates well to and regularly interacts with both authority figures and peers Maneuvers smoothly through complex political situations Identifies where the barriers are and plans his or her approach accordingly Level II Understands the origin and reasoning behind key policies, practices, and procedures, and diplomatically communicates that to others Is cognizant of organizational culture and politics, and appropriately adjusts personal style to be effective Builds numerous and effective relationships through personal networks inside and outside the organization Advises others on how to deal with complex political situations Anticipates complex problems and watches for tell-tale indicators that warrant intervention

Level III

Understands and appreciates the origins and reasoning behind key policies, practices, and procedures, and is involved with their evolution Studies other organizational cultures and politics to glean insight and to gain fresh perspective of his or her own organization Is a consummate networker who can initiate relationships within and between organizations that leverage the strengths and capabilities of all parties Is actively sought after in order to provide guidance and assistance in dealing with complex political situations

Dealing with Ambiguity

Definition Can effectively cope with change; can shift gears comfortably; can decide and act without having the total picture; can comfortably handle risk and uncertainty. Key Words: Adaptable, Flexible, Comfortable with Uncertainty Behavioral Indicators: 1. Embraces change; Anticipates and prepares for change 2. Develops new procedures in response to change 3. Proactively adapts to new opportunities or risks 4. Flourishes in high-change environments

PROFICIENCY LEVEL: Dealing with Ambiguity Level I Effectively copes with change and shifts gears comfortably Decides and acts without having the total picture Handles risk and uncertainty comfortably Willing and open to change Level II Anticipates impact of change; plans how to shift gears Uses ingenuity to compensate without having the total picture Rises to the challenge, accepting risk and uncertainly as normal Accepts change in job requirement, schedules, or work environments as part of job. Adaptable with the unknown Level III Anticipates impact of change, and directs self and others in smoothly shifting gears Uses ingenuity in dealing with ambiguous situations, and guides others to cope effectively Thrives on situations involving risk and uncertainty Remains calm and focused during time of change Maintains productivity when implementing new, altered or incomplete procedures